St. George s CE Primary School Year: 6 Date: 31.11.16 Teacher/s: Mrs Potts Prime learning challenge: Who Were the Mayans and What Have We Learnt From Them? Learning challenge planner Present What are they interested in? What motivates them? TTThe children are fascinated with history having enjoyed previous history based learning challenges. They enjoy using their research skills and setting themselves questions to try and answer. They have a reasonable knowledge of chronology for the time periods already studied but need to become more secure with this and be able to use the vocabulary which is associated with this. The children like being detectives/investigators and this interest will be built upon by using a mixture of historical resources for the children to interpret as clues. Pre-learning Class spider diagram for The Mayans Children complete their own timeline for the periods of history they have already studied to check their understanding of chronology. Wow! The memorable experience to engage children with the LC Mayan artefacts archaeological dig in school Mayan treasure hunt ICT virtual experience life as a Mayan (scholastic game) Mayan visiting workshop SMSC Social how effective was the Mayan society? Moral discuss the morality of human sacrifice. Spiritual compare and contrast the religious beliefs of the Mayans with other religions the children have studied are there any similarities? Cultural what impact has the Mayan culture had on modern cultures today? What legacies have they left? Fairtrade link to chocolate. BLP: Children will raise their own questions from the evidence studied and collaborate together to find ways to answer VALUES: (School values: Love, Compassion, Friendship, Thankfulness, Honesty, Forgiveness, Hope) Peace link to current news Blessed are the peacemakers, for they shall be called children of God (Matthew 5:9). Other values Thankfulness (thinking of what the Mayan legacy was and being grateful for the ideas they passed to future civilisations) Honesty, Love ( Mayan love for their gods and family as they are willing to sacrifice their life for them), Hope, Forgiveness, Compassion (how did the Mayan community look after and care for each other?) Friendship. Wisdom discussing the choices the Maya made in their civilisation were they wise? Why/why not? BRITISH VALUES: Democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths & beliefs
these questions. They will make links between elements of the Mayan civilisation and modern civilisations today. They will revise their own views about the way the Mayans lived their lives and whether they agree with the principles behind their society rules and beliefs as the children gather more information about the Maya. We will show British values by studying democracy was the Maya civilisation democratic? Why? Why not? We will study the rule of law did the Maya follow laws? Why are laws important in society? Who do you think should decide what the laws are? LC1 Learning challenge questions & NC references Where did the Mayans live? Subject learning challenges WALT locate the ancient Maya cities LC2 LC3 Interpret a range of sources of geographical information including maps. Understand how our knowledge of the past is constructed from a range of sources. Why is their game of Pitz significant? How did the Maya number system differ from ours? Note connections, contrasts and Maps - using an atlas can the children locate the countries that the Mayans populated eg. Belize, Guatemala, Honduras, Mexico etc? Using google maps can the children locate and mark on a map the locations of the ancient Mayan cities? Use the Ancient Maya on the Map powerpoint look at where in the world the Maya lived and what we mean by central America and Mesoamerica. Use ancient Maya on the map prompt questions to stimulate discussion. WALT to use a range of sources to create a description of the sites of ancient Maya civilisation. Description using aerial photographs, plans, Frederick Catherwood drawings and e-resources - children create their own short description of the locality of a Mayan civilisation. WALT understand the game of Pitz, its significance to the Mayans and its legacy to the modern world Watch a re-enactment of the game of Pitz being played you tube. Discuss what do the children think are the rules of this game? Children to then research this game and find out the rules and why this game was important to the Maya. Discuss the legacy of this hoop and ball game basketball. In PE session children in groups design their own ball and hoop game. This is then written as instructions leaflet independent writing opportunity. In another PE session the instructions are given to another group who have to try & follow them to play the game. The group then peer assesses the effectiveness of these instructions. WALT understand the Maya number system. How did the Maya count? How did their number system work? How does it compare to ours? How did historians discover what the number systems meant?
LC4 trends over time. What is the Mayan creation story and how does it differ from other creation stories? Who did the Mayans worship? Address and sometimes devise historically valid questions about change, cause, similarity and difference and significance Use Maya Number system powerpoint discuss. Complete the Maya number system worksheets differentiated 3 levels WALT compare and contrast creation stories. 1. Look at the Mayan creation story. What is the creation story? Who were the two brothers? What makes the legend legendary? Wha are the features of a legend /myth? What are famous myths /legends in England? Read and respond to the Mayan legend. Drama and freeze frame scenes from the story- thought track. Photo of group, stick in LC book. Annotate around this with the creation story facts/ personal comments on this. WALT look at the characteristics of Mayan gods and design my own. - consider the similarities and differences between ancient religions and different religions today. 1. What do you know about Maya gods? What is a common feature of religion in many ancient civilisations? What other things did the Maya believe in? Why might they have had this view? Why do we not believe the same today? Use the Maya gods and beliefs powerpoint. Activity group discussion using the Maya Gods and beliefs prompt cards similarities and differences and considering reliability of sources. Children design their own Mayan god remember the drawings and carvings of Maya gods always show their side profile. LC5 Why is chocolate associated with the Mayans? Note connections, contrasts and trends over time and develop the appropriate historical terms WALT find out what Maya people grew and ate. What did Maya people eat? How did they get this food? How do you think their diet was different to what we eat today? Why? Look at the Maya food powerpoint. Children to make tortillas and the chocolate drink invented by the Mayan. Discuss fairtrade chocolate. Can the children design their own chocolate drink? LC6 What can we learn about the Mayans from their ruined cities? WALT research information about Chichen Itza and present this in the form of a tourist information leaflet.
Construct informed responses that involve thoughtful selection and organisation of relevant historical information. What do you already know about Chichen Itza? What can we learn about the ancient Maya from the buildings they left behind? Use the Chichen Itza powepoint. Children make notes of key facts use Chichen Itza mind map worksheet. Further research to be completed online. Children create a tourist information sheet about Chichen Itza. Include pictures and text. What are the interesting facts a tourist might want to know? Can you think of a great title for your leaflet? Use the Chichen Itza tourist leaflet frame to support. LC7 Add LC Would you be any good as a Mayan fashion designer? Understand how our knowledge of the past is constructed from a range of sources. Main question who were the Mayans and what have we learnt from them? To compare and contrast Ancient Maya with modern society and other historical societies. MATHS LINK MAKE A MAYAN PYRAMID BASED ON AREAS AND PERIMETER. WALT design our own Mayan headdress. What was their clothing like? set as a homework task. What did a Mayan headdress look like? Why did they wear them? What type of jewellery did they wear? TASC wheel activity design a Mayan headdress. WALT make jewellery in the style of ancient Mayan jewellery. TA supported activity make Mayan jewellery (http;//www.wackykids.org/maya_jewellrey.htm) FURTHER BIG WRITE INDEPENDENT WRITING OPPORTUNITY MAYAN STATUE ARTEFACT - CHILDREN TO WRITE MYSTERY STORY BASED AROUND THIS. Summative piece of work linked to main learning challenge question passage of writing to include the main points of learning about the Mayans. What have we learnt from them? describe the Mayan legacy. Look at slides of ancient Maya eg Hieroglyphs, Codex (like a book), Stelae, biography of rulers, a carving of a god, a temple, craftwork, pottery, an observatory, a calendar and a ball court. Children complete for each I think it is a /they are.because Describe how it is / they are similar to the modern equivalent Describe how it is /they are different to the modern equivalent Describe how it is /they are similar to the equivalent from another historical period Describe how it is /they are different to the equivalent from another historical period. Can you arrange events from Children to make own timeline of the main events of the Mayan civilisation assessment task, no preteaching.
ancient Maya in chronological order? Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives.